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The field of Instructional Design (ID) lies at the intersection of three disciplines:
* Education
* Psychology
* Communication
It first began during World War II when the military needed to develop effective training for large numbers of soldiers in order to save lives and equipment. By drawing from the known body of established research and theory in these disciplines, experts developed a model for ensuring effective training and learning, regardless of discipline, learners or environment.
* From psychology, they drew the best of what is known about how humans learn and develop.
* From communications, they drew from all that is known about message design and communication.
* From education, they pulled from all that is known about how people learn in formal and informal settings.
Instructional design grew out of this process, and today there are at least 40 different ID models used in education, corporate and government settings. All models share the same underlying process of Analysis, Design, Development, Implementation, and Evaluation, also known as the ADDIE process.
Online Master's Degree in Instructional Design & Technology (IDT)
UND College of Education & Human Developments online Instructional Design & Technology (IDT) Masters Degreeprepares you for service in education, business, government and industry by teaching you how to enhance instruction and learning through the use of technology.
With UND's online IDT masters degree program, you will:
* study the latest technology and its uses for teaching and learning.
* use a process that is part science and part art to develop effective instruction, whether that is for the corporate training room or the public school classroom.
* analyze, design, develop, implement and evaluate technology-based instruction that is effective and reflects sound ID principles.
* develop computer-based instruction, multimedia, web-based instruction, video-based instruction, and even simulations and games for learning.
* design learning for anyone, any time, on any topic, and in any format.
Online Graduate Certificates in Instructional Design & Technology
You also may pursue a fully-online Graduate Certificate in Instructional Design & Technology by completing 12 credits of graduate-level coursework.
Degree Requirements
* Master of Education (MEd) = 34 Credits
* Master of Science (MS) Scholarly Project Option = 34 Credits
* Master of Science (MS) Thesis Option = 36 Credits
Required Core Courses = 17 Credits
IDT 500 - Survey of Instructional Design
This course provides students with an in-depth overview of the field of Instructional Technology. Topics include the history and critical issues of the field; a description of instructional design; applications of instructional technology; and associated areas of research.
IDT 520 - Instructional Systems Analysis & Design
The first course in a two-course required sequence. IDT 520 is a study of methodologies for analyzing and designing instruction. Topics include needs analysis, job/task analysis, and assessment of instructional outcomes. IDT 525 is the second required course in this two-course sequence.
IDT 525 - Development, Implementation & Evaluation of Instructional Materials
This course focuses on the development, implementation, and evaluation of instructional materials that have been created according to instructional design principles. The second course in a two-course sequence, this course completes the instructional design process begun in IDT 520. After completing this two-course sequence, students will have the skills needed to conduct the full instructional design process in a variety of settings, and with a variety of learners, modalities, and domains.
IDT 584 - Internship in Instructional Design & Technology
The internship is a culminating experience in which the student assumes responsibility for an instructional design and technology project.
Psyc 501 - Psychological Foundations of Education
A study of the learning process with secondary emphasis on how the learning process is affected by individual differences, growth and development, and personality. A background in undergraduate Educational Psychology is assumed.
EFR 509 - Introduction to Education Research
An introduction to the research methodologies used to study education. The course covers quantitative as well as qualitative types of research. The paradigms of both types of research will be contrasted and the application of the methodologies in actual research investigated.
Emphasis Area Courses = 6 - 9 Credits from the Following:
Complete 6 credits for MEd; 9 credits for MS.
* General IDT Emphasis
IDT 550 - Theories & Models of Instructional Design
This course focuses on pedagogical theories from education and psychology as they relate to instructional design, and on alternate models of instructional design. Topics include epistemological views of knowledge, major schools of thought on the nature of learning, a survey of instructional and learning theories, and a survey of instructional design models. Particular emphasis is placed on the interrelation of theories, models, and practice in the field of instructional design.
IDT 590 - Special Topics in Instructional Design & Technology
An in-depth study of a selected topic in instructional design and technology. Topics will vary with faculty expertise and current issues. Some topics would include simulations, instructional applications of the World Wide Web, performance support systems, adaptive testing, intelligent tutoring systems, and hypermedia applications.
IDT 591 - Readings in Instructional Design & Technology
Selected readings with oral and written reports.
IDT 592 - Research in Instructional Design & Technology (Required for MS; Optional for MEd)
Supervised research in areas of student interest.
IDT 593 - Directed Studies in Instructional Design & Technology
Individual project work in the design and development of technology-based instruction. All projects will require a final report.
* K-12 Emphasis
IDT 510 - Technology-Based Instruction: Applications & Methods
A study of the various methods for using technology to deliver and/or support instruction: tutorials, drills, simulation, interactive video, instructional games, intelligent computer-based instruction, performance support systems, job aids, testing, distance learning, intelligent tutoring systems, and instructional management systems.
IDT 540 - Digital Media & the Internet in Schools
This course builds on the theories and approaches to technology integration first introduced in IDT 510. Students will gain practice developing lesson plans and examples of student artifacts with specific media such as digital video, digital audio, digital photography, and the Internet. Students will gain competency in generating and using media according to the principles of technology integration, rather than technology use.
* Corporate Emphasis
IDT 560 - Instructional Design Consulting
This course trains students in the theoretical, (e.g., needs analysis, change agency, data-driven decisions, solution specification) and practical (e.g., management of client relationship, project management skills, budgeting) of instructional design consulting. Role play, response to an RFP, and discussion of modern approaches to managing the consulting process will be primary activities in this course.
IDT 570 - Human Performance Technology
An overview of the Human Performance Improvement (HPI) and Human Performance Technology (HPT) models and processes. Particular emphasis on determining whether instructional interventions or performance improvement interventions are called for, models and techniques for identifying performance gaps, specifying solutions, measuring results, and managing or adjusting the improvement. Job aids, electronic performance support systems, authoring tools, and other performance technologies will be covered.
* Computer & Web-Based Instruction Emphasis
IDT 530 - Introduction to Computer-Based Instruction
An examination of the technology (hardware and software) for developing and delivering computer-based instruction (CBI). A study of the characteristics of high-quality CBI, addressing such topics as program structure, user interface, navigation, message/screen design, use of graphics, response analysis, feedback strategies, error checking, branching, and computer-managed instruction.
IDT 535 - Advanced Computer-Based Instructional Development
This course is designed to extend the CBT/CBI design and development skills acquired in IDT 530. Students will study advanced CBT/CBI techniques and applications such as artificial intelligence, intelligent tutoring systems, electronic performance support systems, authoring tools, learning objects, pedagogical agents, SCORM compliant programming, simulations and games, the use of CBT/CBI for research purposes, and learning management systems (LMS). In addition to studying these areas, students will build a CBT/CBI unit that implements one or more of these applications.
IDT 545 - Instructional Simulations & Games
This course provides an in-depth study of the theoretical, philosophical, and practical issues surrounding the use of simulations and games in learning environments. Methods and approaches for integrating commercial games into learning environments and for developing new simulations and games around content will be examined.
IDT 580 - Introduction to Web-Based Instruction
This course trains students to design and develop web-based instruction, including basic web site design tools and theory, design and development of online learning with course management systems, supporting technologies in web-based instruction, pedagogical approaches to the design and development of online learning environments.
Elective Courses = 3 - 6 Credits
Elective credits must be approved by your advisor.
Complete 3 credits for MS; 6 credits for MEd.
* Additional Requirements for Master of Education (MEd) = 5 Credits
EFR 500 - Foundations of Educational Thought
A problem-centered class dialogue on those philosophical, social, political and historical concepts of educational thought that have shaped the development of the learning experience.
IDT 995 - Scholarly Project
Supervised scholarly project in areas of student interest.
* Additional Requirements for Master of Science (MS) = 5 - 7 Credits
IDT 592 - Research in Instructional Design & Technology
Supervised research in areas of student interest.
* MS Scholarly Project Option
IDT 995 - Scholarly Project
Supervised scholarly project in areas of student interest.
* MS Thesis Option
IDT 998 - Thesis
The thesis is an original research project completed under the supervision of a thesis committee.
A maximum of ¼ of the total credits required for the graduate program may be transferred to UND from another regionally accredited program. These credits must be approved by your academic advisor and the UND School of Graduate Studies.
